Web Paper or Special Event

This my (very) rough draft on exploring Frank's changing identity.

Grace Chung

Paper #6

October 24, 2014

Farming Identity

General Idea:

Overall I'm really enjoying All Over Creation. The narration, characterizations, and metaphors all stand out to me and work to make the novel a very interesting read. The narration gives the reader an interesting perspective. The switch from first person in the beginning, to an omniscient third person narrator later on gives the reader a personal persepctive and an overall perspective of Yumi's life. Also, the numerous metaphors of potatoes and farmland to Yumi's life story is a great way to help the reader relate to Yumi's struggles as a teen and when she returns home. 

The piece I decided to re-read, talks about the concept of Gendered Play Limitations we acquire in childhood. The author, Rokojo, uses her experience with Legos in kindergarten and how the boys limit her vision of play by calling Legos “boy toys”. She also raises the question of the society and market supporting the Original Lego as “boy toys”and creating the line “Lego Friends” especially for girls, “setting a precedent that girls can't play with "normal" or "boy" Lego sets”. Furthermore, she raises an important point that limitation not only affect girls, but boys when they try to play pretend games. Limiting a play by gender is a historical heritage from a chauvinistic and commercial society, and by doing that we also limit the complete development of a child.

Name: Leslie Castrejon

Professor Jody Cohen

Educ. 270

Date: 10/10/14

Legal/Policy Analysis Paper

Identity: Unstable? Or Redefined?

       No Child Left Behind Act of 2001 (NCLB) is an Act of Congress to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind in their education (4). This act is more or less a reauthorization of the Elementary and Secondary Education Act (ESEA), which emphasized equal opportunities and access to education and included the government's flagship aid program for disadvantage students of primary and secondary education.  Title I, a provision of the ESEA and the NCLB, is a program created by the United States Department of Education to fund and give priority to low-achieving schools and school districts that are in need of funding to improve their education standards.

Grace Chung

ESEM Paper 6

October 11, 2014

Threatening Play

Play, according to President of the National Institute for Play Stuart Brown is “as fundamental as any other aspect of life, including sleep and dreams.” There are many different types of play from destructive, hedonistic, and artistic, to adventurous. Play allows people to explore their physicality or individuality all while having fun.

Rina Patel

Paper #6

October 10 2014

Play = Harmful?

Play has limits and play has categories. Some people have a false sense that play is simply ignorant bliss.  In my experience I’ve heard many adults talk about how children have zero worries and zero cares other than to eat play and be merry. However limits both physical and societal can turn play, a traditionally very innocent and purely joyful act, into something very destructive.

            There was a child who spent most of her time roaming the stacks of homework, calculating formulas papers by papers. In the meantime, her mother was always criticizing the little girl for her not practicing the piano and dance. Every night she rushed to finish piles of studying; therefore, she barely had leisure to meet with friends, watch TV or even go out to play. This child is me. I have a monotonous over-scheduled childhood, Even I was versatile and somewhat strong in academics yet am diffident to talk with people, had no friends, and hardly knew any TV shows or movies. I wasn’t happy and always longed for plays. So is playing necessary?